Job Satisfaction among Primary School Personnel in Madagascar

Burón, Carlos Gamero; Lassibille, Gérard

doi:10.1080/00220388.2016.1187726

Cited by 17 publications

(9 citation statements)

References 26 publications

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“…Schools are often underresourced with lack of electricity, furniture, books, paper and pencils, and even buildings (Lee & Zuilkowski, 2015). Many teachers are poorly trained (Akyeampong, Lussier, Pryor, & Westbrook, 2013) and earn low salaries, which can erode their job satisfaction (Gamero Bur on & Lassibille, 2016). In many places, teacher and student absenteeism rates are high, reducing children's opportunity to learn (Benavot & Gad, 2004;Dubeck, Jukes, & Okello, 2012).…”

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confidence: 99%

Impact of Literacy Interventions on Reading Skills in Low‐ and Middle‐Income Countries: A Meta‐Analysis

2019

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Reading skills are foundational for daily lives, academic achievement, and careers. In this study, we systematically reviewed literacy interventions in low‐ and middle‐income countries, and estimated their effects on children's reading skills using a meta‐analytic approach. A total of 67 studies (N = 213,464) from 32 countries found in various databases (e.g., PsycINFO, ERIC) and sources (e.g., United States Agency for International Development) met our inclusion criteria. The results revealed an overall effect of .30 across various literacy outcomes. Effects varied for different outcomes, such that largest effects were found in emergent literacy skills (e.g., .40) and the smallest effects in reading comprehension (.25) and oral language skills (.20). Effects also varied as a function of other features such as teacher training support.

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confidence: 99%

Impact of Literacy Interventions on Reading Skills in Low‐ and Middle‐Income Countries: A Meta‐Analysis

2019

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“…Teachers facing large classes rely mostly on ex-cathedra teaching instead of using more activating teaching methods [25]. In Madagascar, low salaries and an ineffective system of payment combined with job insecurity, and the lack of basic infrastructure and teaching materials negatively influence teachers' job satisfaction and their motivation to go to work [64][65][66]. To worsen this situation, only a limited percentage, especially of rural teachers, receive a salary from the state and salaries often have to be augmented by parents or are paid completely by them [25].…”

Section: Environmental Education In Primary Schoolsmentioning

confidence: 99%

Educational Approaches to Encourage Pro-Environmental Behaviors in Madagascar

2019

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Madagascar is a biodiversity hotspot under threat, with about 80% of the population living below the poverty line and dependent on the use of diminishing local resources. Environmental education (EE) can act as an important tool for biodiversity conservation, however, its implementation is challenging in low-income countries. Here, we provide a review of 248 EE interventions throughout Madagascar. We highlight how EE can promote pro-environmental behaviors and show the major obstacles it faces, using Madagascar’s Lake Alaotra as a case study area. All EE activities are implemented by non-governmental organizations (NGOs) and international institutions. EE and community engagement have been shown by practitioners and scientific research alike to be valuable tools but are severely restricted in their impact when their outreach is limited by insecure and insufficient funding, and often funding periods that are too short. Another major hindrance to EE producing positive changes in people’s real-life decisions in low-income countries like Madagascar, arises when lessons are taught to a population that is at once understanding and severely constrained in its choices due to poverty, and corresponding malnutrition, that forces people to make unsustainable decisions on a daily basis. Our conclusions should help to improve the practice of EE in Madagascar and other low-income countries.

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“…Ancak DKAB öğretmenleri özelinde değerlendirildiğinde, toplumun beklentilerini karşılayacak din eğitiminin sağlanması ve din eğitiminin kalitesinin arttırılmasında, öğretmenlerin sahip olduğu iş doyumu özel bir öneme sahip olmaktadır. DKAB öğretmenleri özelinde yapılan araştırmalarda iş doyumunun veli, öğrenci, meslektaş ve yöneticiler ile iyi ilişkiler kurulması durumunda yüksek olduğu; buna karşın fazla iş yükü, düşük ücret ve baskıcı yönetim anlayışı gibi etkenlerin iş doyumunu azalttığı belirlenmiştir (Gamero Burón & Lassibille, 2016;Michaelowa, 2002). Özetle DKAB öğretmenlerinin iş doyumu, bireysel ve örgütsel unsurlar tarafından belirlenmektedir.…”

Section: İş Doyumu Kavramıunclassified

Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Örgütsel Adalet Algısı ve İş Doyum Düzeyleri Arasındaki İlişki

Baltacı

2019

İnönü Üniversitesi Eğitim Bilimleri Enstitüsü Dergisi

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This research conducted to determine Religious Education (RE) teachers' perceptions of job satisfaction and organizational justice. In addition, the effect of organizational justice on job satisfaction will be determined within the scope of the study. Design & Methodology: This study was designed in a correlational screening model, from quantitative research methods to determine the relationship between RE teachers' perceptions of organizational justice and job satisfaction. The target universe of the research is 3396 RE teachers worked in 39 provinces of Istanbul Province. The sample size determined by the proportional cluster sampling method considering the 95% confidence level and the confidence interval of 5% is 389. Minnesota Job Satisfaction Scale developed by Baycan (1985) and Polat (2007) developed by Niehoff and Moorman (1996), developed by Weiss, Dawis, England & Lofquist (1967) was used in this study. The data obtained with the measurement tools were analyzed by the SPSS program. Findings: In the study, it was determined that RE teachers had 'mostly' perceptions of distributive, procedural and interactional justice. Likewise, the participants have 'mostly' in the sense of general organizational justice. Likewise, the participants have 'mostly' in the sense of general organizational justice. Participants were found to have 'moderate' individual and 'low' organizational job satisfaction. In addition, the overall level of job satisfaction of participants is also 'low'. However, distributional, procedural, and interactive justice differs significantly by gender, educational status, and professional tenure. Implications & Suggestions: It is necessary that those who guide the policies of education should dominate schools with a more transparent and accountable management approach that does not discriminate among teachers in accordance with ethical management principles. At this point, manager and teacher evaluation criteria can be audited and a suspended course and institutional audits can be made operational again.

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Job Satisfaction among Primary School Personnel in Madagascar

Cited by 17 publications

References 26 publications

Impact of Literacy Interventions on Reading Skills in Low‐ and Middle‐Income Countries: A Meta‐Analysis

Impact of Literacy Interventions on Reading Skills in Low‐ and Middle‐Income Countries: A Meta‐Analysis

Educational Approaches to Encourage Pro-Environmental Behaviors in Madagascar

Din Kültürü ve Ahlak Bilgisi Öğretmenlerinin Örgütsel Adalet Algısı ve İş Doyum Düzeyleri Arasındaki İlişki

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